A Study on the Core Competence of Students in Science and Engineering and Engineering Education

• Main Authors: Tu, Ting-Hua, 杜庭華
• Other Authors: Lin, Hung-Chang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4k9h94

碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 105 === The purpose of this study is two-fold. Firstly, it attempts to explore and constructthe core competency indicators of Department of Technology Application and Human Resources Development (TAHRD). Secondly, it evaluates the performance of TAHRD students’ core competencies. The competence evaluation was divided into three parts: the first part is to evaluate the teaching professional ability of the pre-service teachers; the second part is to evaluate the core competence of the human resources education and training personnel for the students of the learning and technology division; and the third part is to apply the learning outcome questionnaire to evaluate the core competence of the TAHRD students. In order to achieve the research purposes, the researcher applied literature review, expert meetings, and modified Delphi technique in the study. The study found that the TAHRD students do not have sufficient core competencies, nor do the students of the learning and technology division have sufficient human education and training competencies. According to the results of this study, the study provides the following suggestions: (1)assess the ability of digital learning and training effectiveness, and develop students' ability to effectively control risk, including the selection of materials, processing procedures, processing equipment and processing energy capacity indicators, understand the important development and trends of teaching technology and media; (2)train the learning and technology division students to arrange teacher and planning courses; (3)strengthen the TAHRD students’ basic foreign language, international vision, planning and executive ability of human resources development projects, and the competences of applying technology in education training; (4)the TAHRD should consider to increase the practical curriculum of the Digital Learning Program in the future, and (5)understand the importance of the core competencies and plan curriculum based on student’s self-assessment. In the future, we recommend comparing people who have just graduated for three to five years with those who have worked for more than 10 years to see if there is a difference in the degree of aspects and indicators of the two groups.